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The A/R/T of Renewal : = Artistic Inquiry as an Alternative Professional Development.

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	The A/R/T of Renewal :/
Reminder of title:	Artistic Inquiry as an Alternative Professional Development.
Author:	Willcox, Sarah Elizabeth.
Description:	1 online resource (271 pages)
Notes:	Source: Dissertation Abstracts International, Volume: 79-01(E), Section: A.
Subject:	Art education. -
Online resource:	click for full text (PQDT)
ISBN:	9780355145557

The A/R/T of Renewal : = Artistic Inquiry as an Alternative Professional Development.
Willcox, Sarah Elizabeth.

The A/R/T of Renewal :Artistic Inquiry as an Alternative Professional Development. - 1 online resource (271 pages)

Source: Dissertation Abstracts International, Volume: 79-01(E), Section: A.

Thesis (Ph.D.)--Indiana University, 2017.

Includes bibliographical references

Seeking to support art teachers in search of renewal, I investigated an alternative model of professional development designed specifically for art teachers. Teacher professional development activities often resemble a banking model of education, where knowledge is deposited by an authority, learners are passive receptors of the gifts of knowledge, and critical examination of reality is unnecessary. While professional development models seek to renew, they often alienate art teachers by ignoring their unique needs. Because art teachers make sense of the world using visual practices, I created and examined an alternative professional development model that emphasized collaboration, inquiry, and art making to aid teacher renewal. Exploring the question what happens when a group of art teachers meet bimonthly to make art and inquire about their teaching practices, I examined the nature and perceptions of an alternative model of professional development that I have labeled Ritualized Professional Development (RPD). Framing the findings using Eisner's (1994) curriculum theory, I share the explicit, implicit, and null curriculum of Ritualized Professional Development. RPD enabled art teachers with a variety of teaching experiences to explore curriculum inspirations, pedagogical questions, and systemic concerns. In these meetings, they also complicated taken-for-granted notions of art education in practice. RPD required vulnerability during the meetings; navigating between belonging and alienation, the teachers blurred the lines between the personal and professional. This maximized vocational vitality. Engaging in a content-specific, democratic form of professional development enabled learning opportunities that top-down professional development models ignore. These findings highlight how the philosophy of a/r/tography can contribute to art teacher professional development and renewal by creating opportunities for discussion, reflection, artistic practice, and discovery concerning their teaching practices.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2018

Mode of access: World Wide Web

ISBN: 9780355145557Subjects--Topical Terms:

1179362
Art education.
Index Terms--Genre/Form:

554714
Electronic books.

The A/R/T of Renewal : = Artistic Inquiry as an Alternative Professional Development.
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245 1 4 $a The A/R/T of Renewal : $b Artistic Inquiry as an Alternative Professional Development.
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500 $a Source: Dissertation Abstracts International, Volume: 79-01(E), Section: A.
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502 $a Thesis (Ph.D.)--Indiana University, 2017.
504 $a Includes bibliographical references
520 $a Seeking to support art teachers in search of renewal, I investigated an alternative model of professional development designed specifically for art teachers. Teacher professional development activities often resemble a banking model of education, where knowledge is deposited by an authority, learners are passive receptors of the gifts of knowledge, and critical examination of reality is unnecessary. While professional development models seek to renew, they often alienate art teachers by ignoring their unique needs. Because art teachers make sense of the world using visual practices, I created and examined an alternative professional development model that emphasized collaboration, inquiry, and art making to aid teacher renewal. Exploring the question what happens when a group of art teachers meet bimonthly to make art and inquire about their teaching practices, I examined the nature and perceptions of an alternative model of professional development that I have labeled Ritualized Professional Development (RPD). Framing the findings using Eisner's (1994) curriculum theory, I share the explicit, implicit, and null curriculum of Ritualized Professional Development. RPD enabled art teachers with a variety of teaching experiences to explore curriculum inspirations, pedagogical questions, and systemic concerns. In these meetings, they also complicated taken-for-granted notions of art education in practice. RPD required vulnerability during the meetings; navigating between belonging and alienation, the teachers blurred the lines between the personal and professional. This maximized vocational vitality. Engaging in a content-specific, democratic form of professional development enabled learning opportunities that top-down professional development models ignore. These findings highlight how the philosophy of a/r/tography can contribute to art teacher professional development and renewal by creating opportunities for discussion, reflection, artistic practice, and discovery concerning their teaching practices.
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650 4 $a Curriculum development. $3 1148494
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